Student Perceptions of Co-requisite model for Math Support
University of Wisconsin-Superior
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This project aims to establish a baseline of student perspectives about the new co-requisite model of mathematics support at UWS. Generally, it appears the co-req model is being received positively. Students appreciate the active nature of the support course (MATH 097) and how closely it ties into their credit-bearing course (MATH 112 or 130). Our model is novel in that we pair one support course with two credit-bearing courses; specifically, the support course has students from both credit-bearing course. In order to achieve this, we have redesigned our MATH 112 course to align with the support course, which in turn aligns with MATH 130. It appears students are sensitive to non-alignment of the support course with their credit-bearing course. So, it is clear the work put into synchronizing these classes is necessary.
Mathematics; Student perceptions; Co-requisites. Support; Developmental course